The energy sessions were useful in establishing the importance of integrating technologies in an interdisciplinary approach as Education Scotland (n.d) highlight the lack of this across all subjects and across all stages of the school, therefore not all children are receiving benefits such as becoming “informed, skilled, thoughtful, adaptable and enterprising citizens.” (Scottish Government, 2016). Our wind turbine debate helped me to have a broad and deep understanding and appreciation of both sides of the argument. Prior to this, I was strongly for the use of wind turbines, however this debate introduced arguments against which changed my way of thinking as I never knew too much wind can cause wind turbines to malfunction and stop working, therefore hindering its usefulness. I also realised how much disturbance wind turbines cause to the natural habitat and wildlife as they may be constructed in areas of natural beauty and may cause harm to wildlife if they topple over. Having a debate like this in the classroom would help children to “develop understanding of the role and impact of technologies in changing and influencing societies” and “become informed consumers and producers who have an appreciation of the merits and impacts of products and services.” (Scottish Government, 2016).

Furthermore, creating a wind turbine, anemometer and a kite helped to put my thinking into a child’s perspective as issues and challenges arose that would be similar, if not amplified, in the classroom. Scottish Government (2016) outline a number of skills that are developed with such activities, the most important being: problem solving skills, planning and organisational skills, skills in using equipment, discussion and debate, making connections between specialist skills developed within learning and skills for work, and evaluating products. The main issues discovered were the distribution of roles amongst each task were found to be insufficient which left some team members not contributing and therefore not gaining the aforementioned benefits. These activities would also heavily rely on favourable weather conditions, as children may find it disheartening that their model does not work only because of insufficient wind. I think the most important lesson these activities present is allowing children to evaluate their model, which forces them to reflect on the way they worked together, possible improvements and what went wrong in the process.

Regarding impacts on my views, lifestyle and practice, it is important to teach technologies as it emphasises the sustainable aspect of education. Through technologies, children will acquire an understanding of the need to build a sustainable future that is here for future generations to appreciate. “It’s about making thinks work now and in the future. Valuing the world we live in, working with each other, not against, to build a safer, healthier world.” (Griffin, 2002) The previous activities would help children to see what current solutions have been invented and how they have the potential to further this and improve current solutions so that they are present now and in the future which makes it sustainable.

Additionally, it is important I continue to keep up-to-date on current and new inventions in the technological world so as to keep my lessons relevant and so that children are aware of the newest discoveries towards a sustainable lifestyle. It is also important that I expand my knowledge on other aspects such as energy and renewable fuels.

References

Education Scotland (n.d) Building Society: Young People’s Experiences and Outcomes In The Technologies [Module Resource] Available: http://moodle.uws.ac.uk/pluginfile.php/816786/mod_resource/content/1/TechnologiesImpactReport__tcm4-850866.pdf [Accessed: 19 November 2016].

Griffin, D et al (2002) Teaching for a Sustainable Future: embedding sustainable development education in the initial teacher training curriculum Centre for Cross Curricular Initiatives.

Scottish Government (2016) Curriculum for Excellence: Technologies, Principles and Practice. [Online] Available: http://www.educationscotland.gov.uk/images/technologies_principles_practice_tcm4-540109.pdf [Accessed: 19 November 2016]

Disasters was a topic that I had a great interest in as I studied this throughout geography in high school and therefore had a vast knowledge of many of the disasters which engaged me more in the sessions. It was interesting to learn about concepts such as the progression of vulnerability where certain ELDCs’ due to root causes are more vulnerable to certain dynamic pressures which in turn create unsafe conditions which mean they are less able to prepare for a disaster and to deal with the aftermath. Closely inspecting the role of international organisations provided me with some new knowledge as I could learn if they were politically neutral or not, what their priorities were and how they worked with governments within and between nations to effectively deal with short and long term impacts of disasters.

Furthermore, replicating experiments that can be done in classrooms was a useful insight into what considerations need to be made before conducting, for example, a volcano model with children as it may get very messy, especially with early years and first level, so this may be done as a whole class demonstration instead. The experiment we conducted in the workshop is shown via an accessible dropbox link below:

A model illustrating a volcano that can be used as a whole class demonstration.

https://www.dropbox.com/s/u8kzgzwdceqmf2b/Snapchat-606110817.mp4?dl=0

We also looked at what can be done at a local, national and international level before, during and after a disaster, shown below:

Posters showing what can be done at a local, national and international level before, during and after a disaster occurs.

Moreover, working in groups we each presented a different disaster with a focus on a certain curriculum for excellence level where my group focused on typhoons with a view on teaching it to second level. This was an extremely useful experience as not only did it allow me to add to my existing subject knowledge but it also brought together different teaching ideas from different perspectives that I may not have thought of, for example, linking disasters to interdisciplinary learning through integrated arts with collages or models of volcanoes. It was also useful to gain teaching techniques when teaching a topic as sensitive as disasters as I learned that appropriate humour can be used to help children feel more comfortable with the disaster. It is also important to establish the seriousness of disasters but also bring the light-heartedness to it.

Learning about disasters has positively impacted how I feel about going on to teach this as many practical activities can be used to accompany the theory side of it to make it more enjoyable and engaging for children. Learning about each of the case studies that each group presented provided a real life context for children to relate to and it is required that I continue to refresh and update my knowledge on these case studies. I think it would be interesting to look at how different organisations have responded to disasters as Stout and Buono (n.d.) argued how seemingly “natural” disasters are actually social problems as many “government sponsored plans and programs of recovery and reconstruction tended to favour the interests of big business and the wealthy.” This would be useful in raising awareness to children of the social injustice and inequality that arises in our world as Stout and Buono (n.d.) continue to argue how lower class citizens and those of ethnic minority were not a priority in the aftermath of the recovery process. Therefore, it is important that I continue to research and find out more about such organisations and their roles in the aftermath of disasters.

References

Katrina A. Kathryn Stout, Ph. D. and Richard a. Dello Buono, Ph. D (n.d.) “Natural” Disasters are Social Problems: Learning from Katrina [Online] Available: http://moodle.uws.ac.uk/pluginfile.php/816810/mod_resource/content/1/Natural%20Disasters%20are%20social%20problems.pdf [Accessed: 5 November 2016].